This study investigated variables influencing English as a Second Language (ESL) students' acceptance or rejection of their nonnative English-speaking teachers (NNESTs), noting how time and exposure to their NNESTs modified these feelings. Four NNESTs (from Japan, Argentina, Ecuador, and Switzerland) and 84 ESL students participated. Students were over age 17 years, of both sexes, from 21 different countries, and studying at an intensive English program attached to Brigham Young University, Utah. All students responded to two questionnaires, one given the first day of class in the new semester and the second given 14 weeks later, on the last day of class. Some questions were open-ended, while others consisted of Likert scales and multiple-choice items. Over the course of the same 14 weeks, three separate sets of interviews were conducted with six students. Data were analyzed both qualitatively and quantitatively. Results indicated that from the beginning of the semester, students had positive attitudes toward their NNESTs, and time and exposure to their NNESTs only made their opinions grow more positive. Different variables significantly influenced students attitudes (e.g., students' first language, students' age, and individual differences between teachers). Survey instruments and data are appended. (Contains 50 references.) (SM)